Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Detailed Professional Development Program Design Form

PROFESSIONAL DEVELOPMENT (PD) PROGRAM PROVIDER PROFILE

DepEd Region IV-A CALABARZON

PD Program Owner Human Resource Development Division-National Educators Academy of the Philippines in the Region (HRDD-NEAPR)

Complete Office Address Gate 2, Karangalan Village, Brgy. San Isidro, Cainta, Rizal

hrd.calabarzon@deped.gov.ph
Office Telephone No. (02) 8682-2114 Office Email Address
neap.calabarzon@deped.gov.ph

PD Program Manager Bryan A. Pobe Email Address bryan.pobe@deped.gov.ph Mobile No. 0917-1624-318
PD PROGRAM PROFILE

Title Capacity Building of Key Stage 1 Teachers on Learning Recovery in Literacy and Numeracy

Even before COVID-19 pandemic, the Philippines faced a significant learning crisis. Several studies and assessments revealed Filipino
learners’ low and dismal achievement in reading (literacy) and numeracy, to wit:

1. The studies conducted by the Organization for Economic Co-operation and Development (OECD) in 2020 and the Asian
Development Bank (2021) revealed that learning loss and gaps were connected to school closures due to pandemic, despite the
implementation of learning continuity efforts. Similarly, the World Bank (2022) report on global learning poverty revealed that
9 in 10 Filipinos could not read and understand a simple age-appropriate text at age 10. With the longest school closure among
122 countries and highly unequal access to the internet, digital education resources, and home support, the COVID-19 pandemic
exacerbated the situation.
2. In 2018, the Programme for International Student Assessment (PISA) showed that only 1 out of 5 Filipino students achieved a
minimum proficiency level in reading and mathematical literacies. Moreover, the Filipino students' average scores for both
Rationale
literacies were significantly lower than those of the member countries of the Organization for Economic Co-operation and
Development (OECD) and the Association of Southeast Asian Nations (ASEAN) (Schleicher 2019). In the 2022 PISA results, the
Philippines ranked third from the bottom in science with an average score of 356, sixth from the bottom in mathematics with
an average score of 355, and sixth from the bottom in reading with an average score of 347.
3. Aside from the PISA results, the Trends in International Mathematics and Science Study (TIMSS) reveal the poor performance
of Grade 4 students in the 2019 assessment of their math and science proficiencies. Of 58 countries in the study, Filipino
students had the lowest proficiency in math and science (Mullis et al., 2020), with their 2019 national average math achievement
scoring lower than in 2003 (PBED, 2023).
4. These disruptions hampered the delivery of quality education and the acquisition of the most essential skills. The late resumption
of face-to-face classes only extended the learning loss incurred during those two pandemic years, as studies showed (Barrot et
al., 2021).

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The data above are also parallel to the assessment results of the 2022 Early Language, Literacy, and Numeracy Assessment (ELLNA)
taken by Grade 3 learners and the 2023-2024 Comprehensive Rapid Literacy Assessment (CRLA) taken by Grades 1-3 learners from
the schools in the 23 Schools Division in the Region which revealed that 44.10% of learners are under low proficiency level in numeracy
with only 9.47% who are under proficiency level and 35.65% of learners fall also under low proficiency level in literacy with only 19.86%
who are under proficiency level. Furthermore, the item analysis revealed the following competencies or skills which were least mastered
by the said learners:

a. Tell what an author does;

b. Predict outcomes;
c. Infer cause and effect;
d. Identify meanings of content area words;
e. Determine the appropriate word to be used based on the context of the selection;
f. Visualize, represent and arrange dissimilar fractions in increasing or decreasing order;
g. Convert time measure from smaller to larger unit and vice versa;
h. Solve routine problems involving subtraction without or with addition of whole numbers including money using appropriate
problems solving strategies and tools;
i. Answer simple word problems; and,
j. Solve routine problems involving addition of whole numbers up to 10 000 including money using appropriate problems solving
strategies and tools

The Human Resource Development Division-National Educators Academy of the Philippines in the Region (HRDD-NEAP R) also
harmonized the results of the 2024 professional development needs assessment (PDNA) of Key Stage 1 teachers to establish the
interplay with the above-mentioned assessment results. Five of their top priorities are focused on the following:

a. strategies for promoting literacy and numeracy (4.85 – high priority);

b. content knowledge including integration within and across learning areas (4.67 - high priority);
c. strategies for developing critical and creative thinking and higher-order thinking skills (4.60 – high priority);
d. management of classroom structure and activities (4.58- high priority); and,
e. design, selection, organization and utilization of assessment strategies (4.56 – high priority).

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 With these revealing problems in learning, there must be a mechanism of learning recovery. In the same manner, teachers must stay
updated on the most recent developments in addressing learning gaps and losses and effective teaching and assessment strategies that
will help close learning gaps and recover learning losses (Prodigy Education, 2022). Thus, the HRDD-NEAP R in collaboration with
Curriculum and Learning Management Division (CLMD) designed and developed a professional development (PD) program for
Key Stage 1 teachers which intends to provide them with varied research and practice-based teaching and learning activities
that promote literacy and numeracy. This is also supported by the Sociocultural Theory of Lev Vygostky which describes that
strategies that develop literacy skills include questioning, clarifying, summarizing, and predicting (Cooper & Grieve, n.d.).
Regarding numeracy, the same four strategies are used in problem solving in mathematics, but the extra strategies of
visualizing, connecting and calculating are required (Meyer, 2014). The PD program is also supportive of the MATATAG Agenda of
the Department of Education specifically on giving support to teachers to teach better and is anchored on the Philippine Professional
Standards for Teachers (PPST) (DepEd Order No. 42, s. 2017) and the MATATAG Curriculum implementation (DO 10, s. 2024 & DO
12, s. 2024).

Finally, HRDD-NEAP R considers the adoption of school-based learning action cell as the modality in cascading the program to the K-
3 teachers in the schools as a support to DepEd Order No. 35, s. 2016 or the Learning Action Cell (LAC) as a K to 12 Basic Education
Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning. It must be noted
that LAC sessions are proven effective in engaging a group of teachers in collaborating and solving shared challenges like gaps and
losses in literacy and numeracy (Verbo, 2020).

This five-day PD program primarily focuses on engaging Key Stage 1 teachers with a wide array of teaching and assessment strategies
in addressing literacy and numeracy gaps and losses of Key Stage 1 learners. The program has two (2) modules, namely, Literacy and
Numeracy. Each module has five (5) sessions which are based on the identified learners’ least mastered competencies and teachers’
top priority PD needs.
Program Description

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 Module 1
Session 1: Building Skills in Reading (Identify Main Idea and Noting Details)
Session 2: Enhancing Predicting Outcome Skill Towards Improved Reading Comprehension (Predict
Literacy outcomes)
Session 3: Cause and Effect Artsy Attack! (Infer cause and effect)
Session 4: Words Worth Teaching (Identify meanings of content area words)
Session 5: Making Contextual Meaning (Determine the appropriate word to be used based on the context of
the selection)

Module 2
Session 1: Learning About Dissimilar Fractions (Visualize, represent and arrange dissimilar fractions in
increasing or decreasing order)
Session 2: Getting to Know My Time Conversion (Convert time measure from smaller to larger unit and vice
versa)
Numeracy Session 3: Becoming Smarter in Applying Strategies for Solving Routine Problems in Numeracy
(Solve routine problems involving subtraction without or with addition of whole numbers including money using
appropriate problems solving strategies and tools)
Session 4: Power Builders in Applying Appropriate Strategies in Answering Simple Word Problems (Answer
simple word problems)
Session 5: High-End Quality in Solving Routine Problems (Solve routine problems involving addition of whole
numbers up to 10 000 including money using appropriate problems solving strategies and tools)

In this 5-day PD program, the Key Stage 1 teachers are expected to apply in-depth understanding and skills of varied teaching and
assessment strategies that will help address or recover literacy and numeracy gaps and losses through discussions, simulations, and
development of lesson plans/exemplars and assessment tools. Furthermore, this PD program will allow them to apply in-depth
understanding, skills, and outputs back in their classroom that will help learners become literate and numerate through the Workplace
Application Plan/Learning Application Plan.

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 Results objective:

As a result of the participants’ improved pedagogical and assessment practices, student learning outcomes in learning competencies
pertaining to literacy and numeracy increase at least 5% as reflected in classroom-based and/or large-scale assessments.

Application objective:

Back in the workplace, the participants will be able to apply varied teaching and assessment strategies and activities that will address
identified least learned competencies in literacy and numeracy of Key Stage 1 learners.

Program Objectives Terminal objective:

By the end of the PD program, the participants will be able to:

Proficient Teachers
• develop lesson exemplars and activity sheets incorporating varied teaching and assessment strategies and activities
that promote literacy and numeracy.

Highly Proficient Teachers

• model varied teaching and assessment strategies and activities that promote literacy and numeracy through simulation
• evaluate lesson plans and activity sheets focused on application of strategies and activities used in developing literacy
and numeracy

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Enabling objectives: Specifically, the participants will be able to:

Literacy
1. discuss various strategies in teaching literacy.
a. getting main idea and noting details from an expository text read/ listened to;
b. predicting outcome skills
c. inferring cause and effect
d. teaching vocabulary particularly in identifying meanings of content area words; and
e. making contextual meaning
2. apply various strategies in teaching literacy.
a. getting main idea and noting details from an expository text read/ listened to;
b. predicting outcome skills; and
c. inferring cause and effect;
3. share reflections on the significance of varied teaching and assessment strategies in literacy.

Numeracy

1. develop activities that will engage learners, individually or in groups, in meaningful explorations and hands-on activities in
teaching numeracy;
2. apply varied teaching and assessment strategies in teaching numeracy.
a. visualizing, representing and arranging dissimilar fractions in increasing or decreasing order;
b. visualizing, presenting and converting time measures;
c. teaching solving routine problems involving subtraction without or with addition of whole numbers including money up
to 10,000;
d. providing meaningful learning experiences using appropriate strategies in answering simple word problems; and
3. share reflections on the significance of varied teaching and assessment strategies in numeracy.

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 Professional Standard Philippine Professional Standards for Teachers (PPST)
Domain/s Strand/s Indicator/s

1. Content 1.1 Content knowledge and its application within and 1.1.2 Apply knowledge of content within and across
Knowledge and across curriculum areas curriculum teaching areas
Pedagogy
1.1.3 Model effective applications of content knowledge
within and across curriculum teaching areas

1.4 Strategies for promoting literacy and numeracy 1.4.2 Use a range of teaching strategies that enhance
Target Professional learner achievement in literacy and numeracy skills
Standard with specific
1.4.3 Evaluate with colleagues the effectiveness of
Domain/s, Strand/s,
teaching strategies that promote learner achievement in
and Indicator/s literacy and numeracy

1.5 Strategies for developing critical and creative thinking, 1.5.2 Apply a range of teaching strategies to develop
as well as other higher-order thinking skills critical and creative thinking, as well as other higher-order
thinking skills

1.5.3 Develop and apply effective teaching strategies to

promote critical and creative thinking, as well as other
higher-order thinking skills

2. Learning 2.3. Management of classroom structure and activities 2.3.2. Manage classroom structure to engage learners,
Environment individually or in groups, in meaningful exploration,
discovery and

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 hands-on activities within a range of physical learning
environments.

2.3.3 Work with colleagues to model and share effective

techniques in the management of classroom structure to
engage learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within a
range of physical learning environments.

4. Curriculum and 4.2. Learning outcomes aligned with learning 4.2.2. Set achievable and appropriate learning outcomes
Planning competencies that
are aligned with learning competencies

4.2.3 Model to colleagues the setting of achievable and

challenging learning outcomes that are aligned with
learning competencies
to cultivate a culture of excellence for all learners
5. Assessment and 5.1 Design, selection, organization and utilization of
Reporting 5.1.2 Design, select, organize and use diagnostic, formative
assessment strategies and summative assessment strategies consistent with
curriculum requirements

5.1.3 Work collaboratively with colleagues to review the

design, selection, organization and use of a range of
effective diagnostic, formative and summative assessment
strategies consistent with curriculum requirements

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 Participants Profile:

Key Stage 1 Teachers (Kindergarten to Grade 3)

Selection Criteria:

* Under Career Stages 2 and 3 of PPST (Proficient and Highly Proficient Teachers)
* Must have teaching loads in Kindergarten, Grade 1, 2 or 3

Number of batches
per implementation (if
Target Participants applicable): 23

Total number of 1
30,995 Number of
target
(from 23 implementations:
participants: SDOs of R4A) Number of
participants per Please see next page for the breakdown
batch: of participants according to gender and
grade level

- Midyear InSeT Break (November

Indicative Dates of 25-29, 2024)
Delivery Platform INSET & LAC (Face-to-face)
Implementation
- LAC session schedule will be
determined by school (at least
once a month)

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 Counted Counted Counted Counted Counted
Counted Counted Counted
Once Once Once Once Once
Division Once Gr2 Once Gr3 Once Gr3
Kinder Kinder Gr1 Gr1 Gr2
Female Male Female
Male Female Male Female Male
Antipolo City 9 310 6 454 14 448 31 398
Bacoor City 1 151 3 225 12 205 34 201
Batangas 6 767 6 1040 12 1018 36 1026
Batangas City 1 125 4 184 3 186 5 179
Binan City 0 121 2 166 3 168 14 139
Cabuyao CIty 1 89 1 135 0 141 8 123
Calamba City 2 167 2 268 8 258 24 242
Cavite 3 663 3 937 22 901 57 829
Cavite City 1 36 4 57 5 52 4 56
Dasmarinas City 2 198 2 315 5 310 22 276
General Trias City 1 117 0 172 3 173 11 153
Imus City 0 117 0 183 4 178 12 174
Laguna 0 463 2 632 6 623 31 595
Lipa City 5 130 3 208 3 203 8 203
Lucena City 1 119 1 189 8 173 16 161
Quezon 28 1012 17 1317 73 1301 135 1189
Rizal 9 737 13 1123 27 1125 88 1031
San Pablo City 3 110 4 176 3 170 19 156
San Pedro City 0 95 0 139 2 139 13 114
Sta. Rosa City 1 109 0 156 3 190 10 151
Sto. Tomas City 0 65 1 97 3 83 6 82
Tanauan City 0 77 0 111 4 111 3 105

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Tayabas City 0 44 3 60 1 62 7 59
TOTAL 74 5882 77 8344 224 8218 594 7642

30,995
GRAND TOTAL

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PD PROGRAM DESIGN

Resource
Session
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
No.
Matter Expert
At the end of the session, ACTIVITY
the participants shall be MA. GLECITA C.
able to: a. Learning Facilitator will COLUMNA
conduct Picture and Education Program
Proficient Teachers Situation Analysis Supervisor
involving Teacher Lucy and
develop a lesson plan her learner achievement JULIETA R. DE
lesson exemplar that data on identifying main JESUS
would reflect the different idea and noting other Education Program
teaching-learning details of text Supervisor
activities in noting details
Module and getting the main ANALYSIS
Building Skills in
1 idea.
(Literacy) Reading b. Participants will be
Session 240 mins. Highly Proficient engaged in Triad Analysis
1 (Getting the Main Idea
Teachers on what insights and
and Noting Details)
learnings can be gained
model a range of from the situation of
teaching-learning Teacher Lucy and her
activities that can be learner in terms of
used to enhance learners’ identifying main idea and
skill in getting main idea noting details of text
and noting details from
an expository text read /
listened to

13
 ABSTRACTION
Specifically, they shall be
able to: c. Learning Facilitator will
conduct a Lecturette on
a. identify different the key concepts on getting
teaching-learning main idea and noting
activities that will develop details of the text
learners’ skill in noting
details and getting the d. As a formative activity,
main idea; participants will be
engaged in Group
b. simulate how the Discussion and
different teaching- Simulation on the varied
learning activities will be teaching strategies,
done in the classroom; learning activities, and
assessment strategies in
c. apply a range of teaching getting main idea
teaching-learning and noting details in the
activities that can be text
used to enhance learners’
skill in getting main idea APPLICATION
and noting details from
an expository text read / e. To gauge Proficient
listened to; and Teachers’ learning, they Developed Part of a
will be engaged in the Lesson Plan and
d. share reflections on Development of Part of a Exemplar incorporating
how using these Lesson Plan incorporating teaching-learning
teaching-learning the teaching strategies, activities in noting
activities will contribute learning activities, and details and getting the
assessment strategies on main idea

14
in developing the getting main idea and
learners’ literacy skills noting details. Highly
Proficient Teachers will
do modelling the
application of new
teaching-learning activities
in noting details and
getting the main idea
through lesson exemplar.
Parts of the lesson plan and
exemplar will be provided
as well as the rubrics for
evaluation.

e. Before ending the

session, participants will
share their Reflection by
answering questions on 3 Accomplished
things I learned, 2 things I 3-2-1 Reflection Card
found interesting, 1
question I still have.
Reflection Card template
will be provided.

15
 ACTIVITY
At the end of the session,
the participants shall be
a. Learning Facilitator will
able to:
open the session through a
Priming Activity titled
Highly Proficient
“Pass the Ball” to set the
Teachers NOEL ANCIADO
mood of participants for the
craft lesson exemplars Education Program
session.
incorporating the Supervisor
discussed classroom
b. Participants will be
pedagogies and other
engaged in a Pop Quiz on
research-based teaching RAQUEL AZUR
Enhancing Predicting predicting outcomes by
strategies developing Education Program
Module Outcome Skill Toward hands on the head if they
predicting outcome skills Supervisor
1 240 mins. Improved Reading agree with the statement
among learners;
(Literacy) Comprehension and cover their ears if they
Session disagree.
2 Proficient Teachers
(Predicting outcomes) c. Learning Facilitator will
craft lesson plans
engage participants in
incorporating the
Individual Reading
classroom pedagogies in
Activity on the story of
developing predicting
Teacher Ana who has been
outcome skills among
assigned in Key Stage 1 for
learner
almost 10 years and
Writing Note to Teacher
Specifically, they shall be
Ana.
able to:

a. explain relevant and

significant concepts

16
about predicting outcome ANALYSIS
skill;
d. Participants will
b. apply various experience Think-Pair-
strategies in teaching Share Analysis by
predicting outcomes; and answering questions that
are about learning,
c. cite the importance of insights, and/or reflection
enhancing predicting derived from the story of
outcome strategies in Teacher Ana.
developing higher-order
thinking and creative ABSTRACTION
thinking skills among
learners e. To deepen
understanding of key
concepts, Learning
Facilitator will conduct an
Interactive Discussion on
the varied teaching
strategies, learning
activities, and assessment
strategies relative to
teaching predicting
outcomes

17
APPLICATION

f. Proficient Teachers will

be engaged in the
Development/Crafting of
a part of Lesson Plan
incorporating the teaching Developed Part of a
strategies, learning Lesson Plan and
activities, and assessment Exemplar incorporating
strategies predicting teaching-learning
outcomes. Highly activities in predicting
Proficient Teachers will outcomes
craft Lesson Exemplar
incorporating new and
research-based strategies
in teaching predicting
outcomes. Rubric for
evaluating the lesson
plan/exemplar will be
provided.

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 ACTIVITY
At the end of the session,
the participants shall be
a. Learning Facilitator will
able to:
open the session through
Picture Analysis of the
Proficient Teachers
activities related to a
current phenomenon
develop a part of a lesson WENIFREDA S.
showing cause and
exemplar reflecting DIQUIT
Module effect, then eliciting
meaningful strategies Education Program
1 240 mins. comments from the
(Literacy)
and learning experiences Supervisor
participants. Pictures will
Session inferring cause and
be provided or flashed on
3 effect. MARIA DYLIN S.
the screen.
Cause and Effect GARCIA
Artsy Attack! Highly Proficient Education Program
ANALYSIS
Teachers Supervisor
(Inferring cause and
b. Learning Facilitator will
effect) create a meaningful
engage participants in
strategy and learning VICTORIA B.
Analysis by giving
experience on inferring BURGOS
questions about the
cause and effect. Education Program
insights from the activity
Supervisor
and processing relevant
Specifically, they shall be
answers
able to:
ABSTRACTION
a. discuss key contents
in developing the target
c. Participants will be
skill (infer cause and
engaged in a Group Idea
effect);
Exchange on the varied
teaching strategies,

19
b. exhibit skill in the use learning activities, and
of appropriate strategies assessment strategies in
fit for the level of the teaching cause and effect
learners; and
APPLICATION
c. acknowledge the value
of the new trends in d. Proficient Teachers will Developed Lesson Plan
developing inferring develop a lesson plan incorporating teaching-
cause and effect skills. applying meaningful learning activities in
strategies and learning cause and effect
experiences on inferring
cause and effect. Highly
Proficient Teachers will
develop new teaching- Developed new
learning activities in teaching-learning
cause and effect in addition activities in cause and
to the suggested ones. effect
Format or template will be
provided.

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 At the end of the session, ACTIVITY
they shall be able to:
a. Learning Facilitator
Proficient Teachers begins the session with a
Group Situation Analysis
develop activity sheets which involves reading of a
incorporating various situation of Teacher Daisy
strategies in identifying who is an English teacher
meanings of content area with 40 students.
words.
ANALYSIS
MARIFE T.
Highly Proficient
MORCILLA
Teachers b. Participants will answer
Words Worth Project Development
questions after the reading
Teaching Officer V, NEAP PDD
evaluate the developed and analysis. Guide
Module activity sheets in questions will be flashed on
1 240 mins. (Identifying meanings of
identifying meanings of the screen. Part of the
(Literacy) content area words) EVELYN P. NAVIA
content area words. analysis activity is
Session Principal IV
reflecting on the current
4
Specifically, they shall be knowledge, skills, and
able to: practices about teaching
content area words.
a. identify a range of
strategies in teaching ABSTRACTION
vocabulary;
c. Learning Facilitators will
b. apply various conduct Discussion
strategies in teaching through a Name a
vocabulary through Learning Activity Game
crafting activity sheets; on key concepts, teaching

21
and, strategies, learning
activities, and assessment Accomplished
c. share reflections on strategies pertaining to Illustration of Practice
one's practice in teaching teaching vocabulary Plan
vocabulary and for development, particularly
professional finding meaning of words
development. through
denotations.

d. As a formative activity,
participants will be
engaged in an Illustration
of Practice/Simulation of
LAC session focused on
teaching denotation.

APPLICATION

e. Proficient Teachers will

develop a learning
activity sheet Developed Activity
incorporating any Sheets & Accomplished
strategies or activities in Evaluation Checklist
identifying meanings of
content area words. Highly
Proficient Teachers will
collaborate with proficient
teachers in developing
activity sheets in
identifying meanings of

22
content area words and
evaluate the developed
activity sheets to help the
proficient teachers in the
refinement of the said
activity sheets. Checklist
for evaluation will be
provided and flashed on the
screen.

23
 At the end of the session, ACTIVITY
the participants shall be
able to: a. Learning Facilitator will
begin the session through
Highly Proficient Situation Analysis activity
Teachers on the case/situation of
simulate one of the Teacher Michael and
teaching-learning Teacher Ana teaching
activities in teaching the vocabulary development to
concept of making his class. Copy of the case
GAYLE J.
contextual meaning, and or situationer will be
MALIBIRAN
Making Contextual projected on the screen.
Education Program
Meaning Proficient Teachers Participants will also be
Module Supervisor
create teaching-learning asked to read it from the
1 (Determining the activities for teaching the module provided.
(Literacy) 240 mins.
appropriate word to be concept of making
Session
5 used based on the contextual meaning. ANALYSIS
GILBERT JOYOSA
context of
Education Program
the selection) Specifically, they shall be b. LF will be Eliciting ideas
Supervisor
able to: from the participants about
the situation presented
a. identify varied through analysis questions
strategies for vocabulary
development that develop ABSTRACTION
critical and creative
thinking, as well as other c. To deepen the key
higher-order thinking concepts, LF will conduct
skills; an Interactive Discussion
of the varied strategies and
activities for teaching

24
b. apply knowledge and contextual meaning. Step
understanding of by step processes will be
teaching strategies for presented.
getting contextual
meaning; and APPLICATION

c. share reflection on d. Proficient Teachers will

one’s practices in using do Simulation of one
strategies for personal strategy or activity in
development teaching contextual
meaning. Highly
Proficient Teachers will
develop new teaching-
learning activities in
developing skills in
contextual meaning and
will do modeling through
simulation.

e. Before session ends,

participants will share their Accomplished 3H
reflections through 3H Reflection Journal
(Head, Heart, and Hands)
Reflection.

25
 At the end of the SLAC ACTIVITY
session, the participants
shall be able to: a. Participants will be
engaged in an Exploration
Highly Proficient Activity titled “A Piece of
Teachers Cake” which will focus on
model effective exploring the concept of
techniques and strategies dissimilar fractions.
to engage learners,
individually or in groups, ANALYSIS
GIRLIE NOMBRES,
in meaningful
Learning More About Education Program
exploration, discovery b. Learning Facilitator will
Dissimilar Fractions Supervisor
Module and hands-on activities be Eliciting responses
2 in visualizing, through analysis
(Visualizing,
(Numeracy) 240 mins. representing and questions. Questions will
Session representing and
arranging dissimilar be projected on the screen.
1 arranging dissimilar
fractions in increasing or
fractions in DEXTER VALLE
decreasing order ABSTRACTION
increasing or decreasing Education Program
order) Supervisor
Proficient Teachers c. Learning Facilitator will
develop activities that organize a Group
apply strategies to engage Discussion and
learners, individually or Presentation with
in groups, in meaningful participants of varied
exploration, discovery teaching strategies,
and hands-on activities learning activities, and
in visualizing, assessment strategies in
representing and teaching dissimilar
arranging dissimilar fractions.
fractions in increasing or

26
decreasing order. APPLICATION

Specifically, they shall be d. Highly Proficient

able to: Teachers will model and
share effective strategies to
a. discuss the different engage learners in learners,
engaging teaching individually or in groups, in
strategies on visualizing, meaningful explorations
representing and and hands-on activities
arranging dissimilar through simulation.
fractions in increasing or During the simulation, the
decreasing order Proficient Teachers shall
capture or take note of the
b. apply a range of strategies shared which
teaching strategies that they can use in their Developed Individual
enhance learner teaching-learning and Group Activities
achievement in activities. using Hands-on and
visualizing, representing Discovery Methods
and arranging dissimilar Proficient Teachers will
fractions in increasing or develop an activity that
decreasing order in will apply the strategies
developing different will engage learners,
activities; and individually or in groups, in
meaningful explorations
c. share reflections on and hands-on activities in
practices which are visualizing,
effective in teaching representing and arranging
visualizing, representing dissimilar fractions in
and arranging dissimilar increasing or decreasing
fractions in increasing or order.

27
 decreasing order
e. Participants will share
Reflection on what they
have realized upon doing
the activities and what are
the plans in executing the
activities. Reflection
questions will be flashed on
the screen.

At the end of the session, ACTIVITY

the participants shall be
able to: a. Participants will be
engaged in a Viewing
Proficient Teachers Activity on time
apply a range of teaching conversion from smaller to RODELIA FRIAS
- learning activities that bigger units and reversing Education Program
Journey Through Time
can be used to enhance the process. Video will be Supervisor
Module Conversion
learners’ achievement in projected on the screen.
2 240 mins. numeracy skills
(Numeracy) (Converting time
Session particularly time ANALYSIS
measure from smaller to
2 conversion
larger unit and vice
b. Participants will be LAARNI GRANADO
versa)
Highly Proficient engaged in Analysis of the Education Program
Teachers material viewed by eliciting Supervisor
model a range of insights, learnings, and/or
teaching - learning reflections. Questions will
activities that can be be flashed on the screen.
used to enhance learners’
skills in converting time

28
measures c. Participants will be
engaged in a reflection
Specifically, they shall be activity on their current
able to: practices related to
teaching time conversion.
a. identify the different
teaching-learning ABSTRACTION
activities that will develop
learners’ skills in c. Learning Facilitator will
converting time conduct Discussion of the
measures; key concepts, teaching
strategies, suggested
b. develop a lesson plan learning activities,
/ lesson exemplar that assessment strategies
would reflect the different related to converting time
teaching-learning measures
activities discussed; and

c. share reflections on APPLICATION

how using these
teaching-learning d. Proficient Teachers will
activities will contribute develop/craft lesson plan
in developing the utilizing varied teaching
learners’ numeracy strategies in Developed Lesson
skills. visualizing, presenting and Plans and Exemplars
converting time measures.
Highly Proficient
Teachers will develop
lesson exemplar utilizing
new teaching-learning

29
 activities focused on time
conversion. They will also
check or provide feedback
on the lesson plans
developed by proficient
teachers.

ACTIVITY
At the end of the session, a. Learning Facilitator will
the participants shall be begin the session through
able to: Group Activity on
examining a situation
Becoming Smarter in Proficient Teachers which involves a teacher
ANTHONY ZEUS
Applying Strategies the teacher who
develop an activity sheet CARINGAL,
for Solving Routine noticed that on the lesson
incorporating strategies Education Program
Problems in Numeracy about solving routine
and activities in solving Supervisor
Module problems involving
(Solving routine problems routine problems subtraction without or with
2 240 mins.
(Numeracy) involving subtraction involving subtraction addition of whole number
Session without or with addition without or with addition numbers, out of the 40
3 of whole numbers HERMAN
of whole numbers learners, 80% or 32 of the
including money CATAPANG,
including money using learners have
Education Program
appropriate problems not mastered the lesson.
Highly Proficient Supervisor
solving strategies and Copy of the situation is
tools) Teachers indicated in the module.
evaluate the developed ANALYSIS
activity sheet
incorporating strategies b. LF will engage the
and activities in solving participants in the

30
routine problems Analysis through
involving subtraction questions relative to the
without or with addition situation given. Questions
of whole numbers will be flashed on the
including money screen.

Specifically, they shall be ABSTRACTION

able to:
c. LF will conduct a
a. discuss strategies in Discussion of key
teaching solving routine concepts, suggested
problems involving teaching strategies,
subtraction without or learning activities, and
with addition of whole assessment strategies in
numbers including solving routine problems in
money using appropriate numeracy. Participants will
problem-solving be asked to be guided by
strategies and tools; the module for the session.

b. apply the strategies in APPLICATION

teaching solving routine
problems involving d. To gauge application of
subtraction without or key concepts, proficient
with addition of whole teachers will develop an Accomplished Activity
numbers including activity sheet Sheet Template
money using appropriate incorporating strategies
problem-solving and activities in solving
strategies and tools; and routine problems involving
subtraction without or with
addition of whole numbers

31
 including money. Highly
proficient teachers. The
c. express appreciation Activity Sheet Template will
on the strategies used to be provided to guide them.
improve learners’
competencies in Highly Proficient
numeracy. Teachers will evaluate the Accomplished
developed activity sheet Checklist for the
incorporating strategies Evaluation of
and activities in solving Developed Activity
routine problems involving Sheets
subtraction without or with
addition of whole numbers
including money.
ACTIVITY
At the end of the session,
the participants shall be a. Learning Facilitator will
DEXTER VALLE
able to: begin the session by giving
Education Program
Power Builders in a Group Activity on how
Supervisor
Applying Appropriate Proficient Teachers schools should promote
Module Strategies in develop part of lesson numeracy. A situation will
2 240 mins. Answering Simple exemplar in providing be given to be read and
(Numeracy)
Session Word Problems meaningful learning analyzed by groups.
4 experiences using
WENNIE C.
(Answering appropriate teaching- ANALYSIS
GONZALES
simple word problems) learning strategies in
Public Schools District
answering simple word b. Participants will be
Supervisor
problems. engaged in an Analysis
Activity which will elicit
responses about the critical

32
Highly Proficient role teachers in using and
Teachers applying a range of
model other teaching- teaching strategies that
learning strategies in enhance learner
answering simple word achievements in numeracy.
problems.
ABSTRACTION
Specifically, they shall be
able to: c. Participants will be
engaged in a Group
a. discuss different Discussion and
teaching-learning Simulation on the varied Developed Part of
strategies in answering teaching strategies and Lesson Plans and
simple word problems; learning activities that Lesson Exemplar
enhance
b. apply relevant learners' achievement in
teaching-learning numeracy on answering
strategies in answering simple word
different simple word problems through
problems; and visualization,
representation and writing
c. share reflection on the solutions.
impact of the strategies
discussed and modeled
to the learner’s learning APPLICATION
outcome.
d. Proficient Teachers
will develop lesson plan in
providing meaningful
learning experiences using

33
 appropriate strategies in
answering simple word
problems. Highly
Proficient Teachers will
model through
simulation or
demonstration teaching
showcasing other
teaching-learning
strategies for solving
simple word problem.

e. Participants will share Accomplished Self-

their Reflection on the Reflection Journal
impact of the strategies
discussed and modeled.

At the end of the session, ACTIVITY

High-End Quality in the participants shall be
Solving Routine able to: a. Learning Facilitator will
Problems begin the session by Focus
Highly Proficient Group Discussion
HERMAN
Module (Solving routine problems Teachers Activity titled “Let’s
240 mins. CATAPANG,
2 involving addition of evaluate a lesson Collaborate” focusing on Accomplished FGD
Education Program
(Numeracy) whole numbers up to 10 exemplar in terms of the providing solutions to the Guide
Session Supervisor
000 including money strategies used in problem of Teacher Danny
5 using appropriate teaching solving routine as stated in the situation. A
problems solving problems involving template for the FGD will
strategies and tools) addition of whole be accomplished that
numbers up to 10 000 reflects gains, challenges,

34
including money gaps, and possible actions ANTHONY ZEUS
CARINGAL,
Proficient Teachers ANALYSIS Education Program
develop a part of lesson Supervisor
exemplar that would b. Participants will be
reflect the different engaged in a Presentation
teaching-learning of output which includes
activities in teaching analysis questions and
solving routine problems processing of responses.
involving addition of Questions will be posted on
whole numbers up to 10 the screen.
000 including money
ABSTRACTION
Specifically, they shall be
able to: c. Learning Facilitator will
conduct Discussion of
a. identify the different strategies and
appropriate teaching ways on how to solve
strategies in problem routine problems involving
solving; addition of whole numbers
including money up to
b. solve routine 10,000.
problems using different
problem solving APPLICATION
strategies; and,
c. apply appropriate d. Proficient Teachers will
teaching strategies and develop a part of lesson
tools to solve routine plan incorporating
problems involving strategies used in
addition of whole teaching solving routine

35
numbers up to 10 000 problems involving Developed Part of
including money. addition of whole Lesson Plan
numbers up to 10 000
including money. Highly
proficient teachers will
collaborate with Accomplished
proficient teachers and Evaluation Sheet
evaluate the developed
part of the lesson plan.

e. Participants will share

Reflection focused on
what learnings and Accomplished
insights were gained from Self-Reflection
the session and how these
can be applied.

36
PD Program Management Team

PD Program Management Team Name

a. Program Manager Jisela N. Ulpina, OIC- Chief Education Supervisor

Bryan A. Pobe, Education Program Supervisor
b. Learning Manager Viernalyn M. Nama, Chief Education Supervisor,CLMD

c. Resource Speaker/Subject-Matter Expert MA. GLECITA C. COLUMNA, Education Program Supervisor

JULIETA R. DE JESUS, Education Program Supervisor
NOEL ANCIADO, Education Program Supervisor
RAQUEL AZUR, Education Program Supervisor
WENIFREDA S. DIQUIT, Education Program Supervisor
MARIA DYLIN S. GARCIA, Education Program Supervisor
VICTORIA B. BURGOS, Education Program Supervisor
MARIFE T. MORCILLA, Project Development Officer V, NEAP PDD
EVELYN P. NAVIA, Principal IV
GAYLE J. MALIBIRAN, Education Program Supervisor
GILBERT JOYOSA, Education Program Supervisor
GIRLIE NOMBRES, Education Program Supervisor
DEXTER VALLE, Education Program Supervisor
RODELIA FRIAS, Education Program Supervisor
LAARNI GRANADO, Education Program Supervisor
ANTHONY ZEUS CARINGAL,Education Program Supervisor
HERMAN CATAPANG, Education Program Supervisor
WENNIE C. GONZALES, Public Schools District Supervisor
d. M&E Coordinator Emelia Aytona, Education Supervisor -QAD

e. Documenter Donna L. Lago, Education Program Supervisor

Mark Anthony R. Malonzo, Senior Education Program Specialist

37
 Jonalyn B. Pattalitan, Education Program Specialist II
Maricris R. Tadioan, Education Program Specialist II
f. Secretariat Glenda E. Dela Torre, Education Program Specialist II
Joseph C. Damian, Administrative Assistant III
g. Welfare Officer Paula Gagalac, Nurse II

h. Logistics Officer Glenda E. Dela Torre, Education Program Specialist II

i. Finance Officer Marites L. Gloria, Chief Administrative Officer

Declaration:
I hereby declare the information provided in this application is true and correct
and there have been no misleading statements, omission of any relevant facts
nor any misinterpretation made.
I agree that the DepEd-National Educators Academy of the Philippines to be
the co-owner of all the data gathered and the copyright of any publication of
the use of these data.
To be signed by the PD Program Manager

Program Manager Bryan A. Pobe

Signature

Date September 13, 2024

This Form is not valid if not signed.

38
 Republic of the Philippines
Department of Education

National Educators Academy of the Philippines

Monitoring and Evaluation (M&E) Plan Form

This is the form for the M&E Plan following the Kirkpatrick Evaluation Model.

Regional and Division Training of LAC Coaches

Level of M&E Objectives Methods and Data Sources Schedule of Person/s Support Needed User of M&E
Tools M&E Responsible Data

Level 4 - Results To measure IPCRF, Learners’ IPCRF, 1-3 years after Program Online Database, Regional/
improvement/inc Achievement Documentation/MO the completion Management Review and Division PMT
(The degree to
rease in Data Review Vs of the training Team (PMT), Analysis Tools
which targeted
individual Participants
outcomes as a
performance
result of the
ratings and/or
training and
student learning
support and
outcomes
accountability
package.) To analyze
qualitative data
drawn from the
FGD/survey Data Analysis Qualitative Data
Tool drawn from the
FGDs/ surveys
Level 3 -
Behavior
To evaluate the Evaluation of the Documents of 1-6 months
(The degree to implemented Implementation WAP after the Regional/Divisio
PMT, Participants Online Database,
which WAP of WAP using the implementation completion of n PMT
Evaluation Tools
participants apply Evaluation Tool the training
what they
WAP Completion
learned during
Report
training when
they are back on
the job. This can
be found in the
application
objective.)

Level 2 -
Learning
To compare pre- Assessment Assessments Before, during, Online Database, Regional/Division
(The degree to test and post- Results (Pre-tests (Pretest and and after all the Pre-test and Post- PMT
PMT, Participants
which test scores and Post-tests) Posttest) sessions during Test, Evaluation
participants the training Tools
acquire the
intended Observed
knowledge, skills, evidence of
attitude, integration of
confidence, and literacy and
commitment numeracy in
formative and
based on their
summative
participation in
assessments
the training.)

To evaluate
quality and Evaluation of Evaluation Results
proficiency of Outputs
participants’
outputs
2
Level 1 – To evaluate
Reaction participants’
satisfaction in Daily
(The degree to terms of (after the last
M&E using the M&E Reports PMT, Participants Online Database,
which attainment of session of the Regional/Divisio
End-of-Day End-of-Day
participants find objectives, day) n PMT
Evaluation Tool Evaluation Tool
the training program/activity
favorable, management,
engaging, and venue and
relevant to their accommodation,
jobs.) delivery of the
sessions, etc.

3
 School-based Training of Teachers through LAC
Level of M&E Objectives Methods and Data Sources Schedule of Person/s Support Needed User of M&E
Tools M&E Responsible Data

Level 4 - Results To measure IPCRF, Learners’ IPCRF, 1-3 years after Program Online Database, Division &
improvement/inc Achievement Documentation/MO the LAC Management Review and School PMT
(The degree to
rease in student Data Review Vs sessions Team (PMT), Analysis Tools
which targeted
learning Participants
outcomes as a
outcomes in
result of the
literacy and
training and
numeracy, and
support and
teachers’
accountability
performance
package.)
ratings

To analyze
qualitative data Data Analysis Qualitative Data
drawn from the Tool drawn from the
FGD/survey FGDs/ surveys

Level 3 -
Behavior
1-6 months
(The degree to after the
To evaluate the Evaluation of the Documents of WAP PMT, Participants Online Database,
which completion of
implemented Implementation implementation Evaluation Tools
participants apply LAC sessions Division &
WAP of WAP using the
what they learned School PMT
Evaluation Tool
during training
when they are WAP Completion
back on the job.) Report

4
Level 2 -
Learning
To compare pre- Assessment Assessments Before, during, Online Database,
(The degree to test and post- Results (Pre-tests (Pretest and and after LAC Pre-test and Post-
PMT, Participants School PMT
which test scores and Post-tests) Posttest) sessions Test, Evaluation
participants Tools
Observed evidence
acquire the
of integration of
intended
literacy and
knowledge, skills,
numeracy in
attitude,
formative and
confidence, and
summative
commitment
assessments
based on their
participation in
the training.)

To evaluate Evaluation of Evaluation Results

quality and Outputs
proficiency of
participants’
outputs

Level 1 – To evaluate
Reaction participants’
satisfaction in
(The degree to
terms of M&E using the M&E Reports Every LAC PMT, Participants Online Database,
which
attainment of End-of-Day session End-of-Day
participants find
objectives, LAC Evaluation Tool Evaluation Tool
the training (after the last
management, School PMT
favorable, session of the
and delivery of
engaging, and LAC)
the sessions, etc.
relevant to their
jobs.)

5
Declaration:

I hereby declare the information provided in this application is true and correct
and there have been no misleading statements, omission of any relevant facts
nor any misinterpretation made.

I agree that the DepEd-National Educators Academy of the Philippines to be

the co-owner of all the data gathered and the copyright of any publication of
the use of these data.

To be signed by the PD Program Manager

Program Manager Bryan A. Pobe

Signature

Date September 13, 2024

This Form is not valid if not signed.